Childminder EY454181

Inspection date

Previous inspection date 7 March 2017 12 August 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder works closely with her assistant. She oversees the quality of their work and is keen to improve their skills. They share an enthusiasm and commitment to provide the best care and education to all children and ensure good outcomes. For example, she has successfully used training and support to improve her teaching and understanding of safeguarding.  The childminder provides children with enjoyable, good-quality learning experiences which reflect their interests and stages of development. She encourages them to be independent from an early age, for instance, by putting on their own coats and boots.  Partnership with parents is positive. Parents are happy with their children's achievements. Children make good progress from their individual starting points.  Children are confident and happy in the care of the childminder and her assistant. They develop close relationships with them and one another. Children feel safe and are

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It is not yet outstanding because:

 At times, the childminder does not use her monitoring processes to pinpoint children's next steps in learning as clearly as possible, to help them progress rapidly.  The childminder has not developed fully a two-way flow of communication with all other settings that children attend, to support their learning even further.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 develop further partnerships with other settings that children attend, to enhance children's learning and development opportunities  continue to develop monitoring processes, in particular, to focus more sharply on identifying clearly what children need to learn next.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector spoke to the childminder, her assistant and children at appropriate times during the inspection.  The inspector took account of parents' views from their written comments.  The inspector sampled a range of documentation, including children's records and the childminder's policies.  The inspector and the childminder observed the children during activities and completed a follow-up discussion about children's learning and progress.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection issues and is clear on her role and responsibility to keep children safe. She monitors her assistant's practice effectively and ensures he keeps his knowledge up to date. The childminder focuses well on developing her knowledge and skills, to raise the quality of her teaching to the highest level. The childminder uses her evaluation of her practice effectively to focus specifically on ways to develop her professional skills and knowledge. The childminder works well to keep parents informed about their children's progress and achievements, encouraging them to support continued learning at home. The childminder's risk assessments and daily checks of the premises are thorough. She supervises children's play well and encourages independence, such as in daily routines.

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Quality of teaching, learning and assessment is good

The childminder and her assistant observe children well. They plan around children's interests effectively to engage them in activities. For example, children excitedly make birdfeeders with the playdough and pipe cleaners, and hang them on the trees outdoors. The childminder and her assistant encourage children to develop their physical skills. For example, they provide opportunities, such as a tool workstation for children to explore a variety of tools and equipment, to strengthen their hand and finger movements. Children enjoy using their imaginations. For example, they like to pretend to cook food in the play kitchen outside.

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Personal development, behaviour and welfare are good

The childminder and her assistant teach the children well about the importance of good hygiene, such as hand-washing routines, and children develop good table manners. Children help to prepare lunch. For instance, they learn to spread butter on their bread and cut up cucumber. Children enjoy healthy meals provided by the childminder, who teaches them to make healthy choices. She provides daily opportunities for physical exercise and effectively teaches children to keep themselves safe. Children learn to look after their environment. For example, they enthusiastically help to tidy away the toys. Children understand the rules and expectations of good behaviour.

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Outcomes for children are good

Children are inquisitive and motivated to learn. They spend long periods engaged in activities and learn important skills that they need for their future learning and for starting school. Children have opportunities for mark making, talking about the pictures and marks they create. They show confidence in early mathematics, such as in identifying and using numbers in different ways.

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Setting details

Unique reference number EY454181 Local authority Redbridge Inspection number 1063080 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 12 Number of children on roll 5

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Name of registered person

Date of previous inspection 12 August 2013

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Telephone number

The childminder registered in 2012. She lives in Woodford, in the London Borough of Redbridge. She holds a relevant qualification in childcare at level 3. She works with a childcare assistant, and offers care Monday to Friday from 8am until 6pm, throughout most of the year.

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Telephone number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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